© San Mateo Municipal College All Rights Reserved

V BF

MODULE 04

INTROPSY
INTRODUCTION TO
PSYCHOLOGY

to your fourth module!

This module is a combination of

synchronous& asynchronous learning
and will last for two weeks.

ALONDRA ARA A. MENA, RPm

Instructor

October 18, 2021

Date Initiated
November 3, 2021
Date of Completion

San Mateo Municipal College

Gen. Luna St. Guitnang Bayan I, San Mateo, Rizal
Tel. No. (02) 997-9070
www.smmc.edu.ph

No part of this module may be

San Mateo Municipal College Introduction
reproduced, to Psychology
distributed, or transmitted in
Bachelor of Science in Psychology Ms Alondra Ara A. Mena, RPm
any form or by any means without the
prior permission of the instructor.
© San Mateo Municipal College All Rights Reserved

INTRODUCTION TO
PSYCHOLOGY
“To judge well, to comprehend well, to reason well. These are the essential activities of intelligence.”
-Alfred Biner and Theodore Simon

San Mateo Municipal College Introduction to Psychology

Bachelor of Science in Psychology Ms Alondra Ara A. Mena, RPm
© San Mateo Municipal College All Rights Reserved

INPUT INFORMATION: INTELLIGENCE

Intelligence can be defined as the global capacity to think rationally, act purposefully, and
deal effectively with the environment. – David Wechsler

INTELLIGENCE
Intelligence- capacity to put and what do you know in your brain.
Imagination- ability to create things, real or not, from your knowledge.
INTELLIGENCE DEFINED BY SOCRATES:
Socratic wisdom is a sort of humility. We’re all lifelong learner.
Learning isn’t just formal schooling. We have natural curiosity, and we are natural learners.

INTELLIGENCE DEFINED DAVID WECHSLER:

Many people equate intelligence into book smarts. Notice that Wechsler definition is much broader.
Intelligence is reflective in effective, rational and goal-directed behavior.
MAJOR COMPONENTS OF INTELLIGENCE
Concepts- we are categorizing objects or ideas based on the properties they share.
How are concepts formed?
FORMAL CONCEPT:
Learning the rules or features that define the particular concept.
Ex: Substance (Solid, Liquid, Gas)
Natural concepts- formed as a result of everyday experiences.
Some members are better representative of a natural concept than the other.
The best or most TYPICAL instance of a particular concept is PROTOTYPE.
WE TEND NOT TO EVALUATE ANYMORE. WE JUST COMPARE IT TO PROTOTYPE.
Ex: FRUIT- Protype is BANANA, TOMATO IS ALSO A FRUIT BUT BECAUSE THEY ARE QUITE DISSMILAR
TO THE PROTOTYPES WE TYPICALLY THINK AS A FRUIT.
CRITICAL THINKING- Manipulating mental representations of information.

REASONING
Deductive – when you are using deductive reasoning, your conclusion will be all correct if all you’re
statements are correct.
General conclusion to Specific confirmation
THEORY-HYPOTHESIS-OBSERVATION-CONFIRMATION
Inductive- correct observations won’t necessarily lead you to a correct general conclusion.
Specific observations- General conclusion.
Ex : I used ppt for my last few classes, therefore, I will use ppt next meeting.
OBSERVATION-HYPOTHESIS-PATTERN-THEORY

THE NATURE OF INTELLIGENCE

3 DIMENSIONS OF INTELLIGENCE
Fluid intelligence is independent of learning, experience and education, ability to solve novel situations.
Crystallized intelligence- the problem solver knows the methods and recognizes that they are relevant in
the current situation.
Visual spatial reasoning- appears to be an important part of understanding mathematics, ability to
recognize different angles. Imagine movements among parts of the object.

San Mateo Municipal College Introduction to Psychology

Bachelor of Science in Psychology Ms Alondra Ara A. Mena, RPm
© San Mateo Municipal College All Rights Reserved

THEORIES OF INTELLIGENCE:
1. Charles Spearman- found that an individual’s scores on tests of different mental abilities tended
to be similar.

Some psychologists believe that a common factor or general mental capacity is at the core of different
mental activities.
FACTOR-ANALYTIC THEORIES OF INTELLIGENCE: focused on identifying the ability or groups of
abilities deemed to constitute intelligence.
His theory noted that people who excelled on one mental ability test often did well on the others and
people who did poorly on them, tended to do poorly on the others.
S-Factor score represents a person's ability within one particular area. Put all the s-factors together, and
you get the g-factor.

2. Louis Thurstone

(LT. MFTI 7 PMA)

Thurstone disagreed with spearman’s notion that intelligence is a single general mental capacity. He
believed that there were seven primary abilities, and each are independent element of intelligence.
To Thurstone, the so-called g factor was simply an overall average score of such independent abilities, and
consequently was LESS IMPORTANT than an individual’s specific pattern of mental abilities.

Howard Gardner (Multiple Intelligence)

Like Thurstone, Gardner believes that mental abilities are independent and distinct and cannot be
accurately reflected in a single measure of intelligence like an IQ score.

Gardner believes that there are “multiple intelligences.” He defines an “intelligence” as the ability to solve
problems or to create products that are valued within one or more cultural settings.
Gardner’s Multiple Intelligences
Linguistic Intelligence Adept at use of language, poet, writer, public
speaker, native storyteller.
Logical-Mathematical Intelligence Logical, mathematical, and scientific intelligence,
Scientist, mathematician, navigator, surveyor.
Musical Intelligence Musician, composer, singer.
Spatial Intelligence Excels in ability to mentally visualize the
relationships of objects or movements; sculptor,
painter, expert chess player, architect.
Bodily-Kinesthetic Intelligence Control of bodily motions and capacity to handle
objects skillful: athlete, dancer, craftsperson.
Interpersonal Intelligence Understanding other people’s emotions, motives,
intentions: politician, salesperson, clinical
psychologist.
Intrapersonal Intelligence Understanding one’s emotions, motives, and
intentions, essayist, philosopher.

Robert Sternberg (Triarchic theory of Intelligence)

Robert Sternberg agrees with Gardner that intelligence is a much broader quality than the narrow range of
mental abilities tested by conventional IQ test.” ACADEMIC INTELLIGENCE”
However, for him, Gardner’s multiple intelligence is more accurately described as special talents. To
Sternberg, intelligence is a more general quality.
1. Componential(analytic) Intelligence
Essentially academic intelligence, can be measured by standard IQ TEST.

San Mateo Municipal College Introduction to Psychology

Bachelor of Science in Psychology Ms Alondra Ara A. Mena, RPm
© San Mateo Municipal College All Rights Reserved

2. Creative Intelligence (Experiential)- use existing knowledge to create new ways to handle new
problems or cope in new situations.
3. Contextual (practical) Intelligence- ability to successfully interact with the everyday world world
practical intelligence. Behaving in successful ways in their external environment. Contextual- street
smarts. Behaviors may vary depending on the particular situation, environment or culture.
Functions effectively in a given context. How to keep yourself safe.

THE DEVELOPMENT OF INTELLIGENCE TEST

Can intelligence be measured? If so, how? Intelligence tests attempts to measure general mental
abilities rather than accumulated knowledge or aptitude for a specific subject or area.

ALFRED BINET: IDENTIFYING STUDENTS WHO NEEDED

SPECIAL HELP
In the early 1900s, the French government passed a law
requiring all children to attend school. Faced with the need to
educate children from a wide variety of backgrounds, the
French government commissioned psychologist Alfred Binet
(1857-1911) to develop procedures to identify students who
might require special help.

With French psychiatrist Theodore Simon, Binet devised a series

to measure different kinds of mental abilities. Binet deliberately did not test abilities like reading or
mathematics that the students might have already been taught. Instead, he focused on elementary
mental abilities like memory, attention, and the ability to understand similarities and differences.

Binet arranged the questions on his test in order of difficulty, with the simplest task first. He found
that brighter children performed like older children. That is, a bright seven-year-old might be able
to answer the same number of questions as an average nine-year-old, while a less capable seven-
year-old might only do as well as an average five-year-old.

This observation led Binet to the idea of a mental level or MENTAL AGE that was different from a
child’s chronological age. As an “advanced” seven-year-old might have a mental age of nine while a
“slow” seven-year-old might demonstrate a mental age of five.

It is somewhat ironic that Binet’s early tests became the basis for modern intelligence tests. First.
Binet did not believe that he was measuring an inborn or permanent level of “intelligence”.
Rather, he believed that his tests could help identify “slow” children who could benefit from
special help.

LEWIS TERMAN AND THE STANFORD-BINET INTELLIGENCE TEST

There was enormous interest in Binet’s test in the United States. Binet’s test was translated and
adapted by Stanford University psychologist Lewis Terman. Terman adopted the suggestion of a
German psychologist that scores on the Stanford-Binet test can be expressed in terms of a
single number, called the Intelligence Quotient, or IQ. This number was derived by dividing the
individual’s mental age by the chronological age and multiplying the result by 100. Thus, a child of

San Mateo Municipal College Introduction to Psychology

Bachelor of Science in Psychology Ms Alondra Ara A. Mena, RPm
© San Mateo Municipal College All Rights Reserved

average intelligence, whose mental age and chronological age were the same, would have an IQ score
of 100. A bright ten-year-old child with a mental age of thirteen would have an IQ of 130 because:
(13/10 x 100). A slow child with a chronological age of ten and a mental age of seven would have
an IQ of 70 (7/10 x 100). It was Terman’s use of intelligence quotient that resulted in the population
of the phrase “IQ test.”

WORLD WAR I AND GROUP INTELLIGENCE TESTING

When the United States entered World War I in 1917, the US military was faced with the need to
screen 2 million army recruits. Using a group intelligence test devised by one of Terman’s students,
army psychologists developed two group intelligence tests.
These are the:
ARMY ALPHA- administered in WRITING.
ARMY BETA- was administered orally.
After the World War I ended, the Army Alpha and Army Beta group intelligence tests were
adapted for civilian use. The result was a tremendous surge in the intelligence testing
movement. Group intelligence tests were designed to test virtually all ages and types of people,
including preschool children, prisoners, and newly arriving immigrants. However, the indiscriminate
use of the tests also resulted in skepticism and hostility.

DAVID WECHSLER AND WECHSLER INTELLIGENCE SCALES

The next major advance in intelligence testing came as a result of a young psychologist’s
dissatisfaction with the Stanford-Binet and other intelligence test in widespread use.
David Wechsler was in charge of testing adults widely varying cultural and socioeconomic
backgrounds and ages at large hospital in New York City. He designed a new intelligence test
called the Wechsler Adult Intelligence Scale (WAIS), which was first published in 1955.

The WAIS had two advantages over the Stanford-Binet.

First, the WAIS was specifically designed for adults rather than children.
Second, Wechsler’s test provided scores on eleven subtests measuring different abilities. The
subtest scores were grouped to provide an overall “verbal score” and “performance score”. The
verbal score represented scores in subtests of vocabulary, comprehension, knowledge of
general information, and other verbal tasks.
The performance score reflected scores on largely nonverbal subtests, such as identifying the
missing part in incomplete pictures, arranging pictures to tell a story, or arranging blocks to match
a given pattern.
The design of the WAIS reflected Wechsler’s belief that intelligence involves a variety of mental
abilities. Because the WAIS provided an individualized profile of the subject’s strengths and
weaknesses on specific tasks, it marked a return to the attitudes and goals of Alfred Binet.

LEARNING ACTIVITY/IES WILL BE GIVEN AFTER SYNCHRONOUS

MEETINGS

San Mateo Municipal College Introduction to Psychology

Bachelor of Science in Psychology Ms Alondra Ara A. Mena, RPm
© San Mateo Municipal College All Rights Reserved

San Mateo Municipal College Introduction to Psychology

Bachelor of Science in Psychology Ms Alondra Ara A. Mena, RPm